1. November 2014 1 NEW ECONOMIC SCHOOL A 20-Year Experience of EMI: Meeting International Standards and Russian Challenges

2. NES is a private graduate school of economics Mission: The school’s mission is to benefit Russia's private and public sectors through excellence in economics education and research. 2

3. NES Programs  Founded in 1992  The MAE program is NES’s first and foremost program that was aimed at meeting international standards from its foundation in 1992.  Currently NES offers three academic degree programs: A two- year Master of Arts in Economics program, a one-year Master of Arts in Finance program, and a four- year Bachelor of Arts in Economics (BAE) program (Joint with HSE). 3

4. Meeting International Challenges  According to RePEc (Research Papers in Economics), - NES is the leading economics institution of all former communist countries  SSRN (Social Science Research Network) lists NES - among the top 30 economics departments in the world  RePEc also ranks NES’s economics think tank, CEFIR (Centre for Economic and Financial Research) - among the top 25 in the world NES is an internationally recognized research centre  More than 25% NES graduates are enrolled in degree programs in the world leading universities and business schools: Harvard, Princeton, Yale, MIT, LBS, LSE, Wisconsin, Columbia, and many others. NES diploma meets high international standards 2 4 1

5. 5 Graduates’ Career Paths

6. NES Graduates’ Career Paths: 1994–2014 6 30 % of the graduates entered best educational institutions

7. Schools that NES Graduates Entered: 1994–2014 7 Stanford University34Yale University9 Pennsylvania State University28INSEAD9 Harvard University23Tilburg University8 London Business School18University of Toulouse7 Northwestern University17University of Wisconsin7 Massachusetts Institute of Technology15New York University7 University of Chicago15Australian National University6 Duke University14Boston University6 London School of Economics12Cornell University6 Columbia University11University of Rochester5 University of California10Stockholm School of Economics5 University of Pennsylvania10and many other universities

8. NES Graduates are Employed by: 8

9. NES Professors  NES hires professors at an international job market  Recently hired professors: Михаил Другов, PhD in economics, University of Toulouse Douglas Campbell, PhD, University of California, Davis Анна Обижаева, PhD, Massachusetts Institute of Technology Андрей Савочкин, PhD in Economics, New York University, Stern School of Business РЭШ 2008 Martha Troya Martinez, Ph.D., University of Oxford 9

10. Student Body - 2013 Upper bar — applicants, lower bar — students 10

11. 11 NES Academic Programs

12. Academic Programs The MAE academic program  two intensive years of study  roughly similar in content to a complete masters’ program and the first two years of a PhD program in the best American and European economics departments  aims to instill its students with a deep understanding of modern economics through foundational courses such as microeconomics, macroeconomics, and econometrics. The MiF program  a professional development program in economics and finance geared to early- and mid-career corporate managers and executives  As students are required to possess a sufficient level of English proficiency upon program entry, there is no need for English classes at MiF. BAE program  financed by the federal government, receive two diplomas, one from NES and the other from HSE  offers courses in a wide range of disciplines such as social, natural, and physical sciences, humanities, and mathematics  half of all courses in the program are electives, enabling students to tailor the program according to their needs. 12

13. EMI at NES Professors deliver lectures in two languages Course materials in English Assignments in English English is in English Research seminars in two languages Scientific supervisors speak one language Cafeteria, elevators, leisure, etc. 13

14. Networking во время баскетбола Барри Икес, a member of the NES Board of Directors 14

15. ESP/EAP/EMI Curricular Design Implications Make the curriculum customized to your school’s needs Elaborate relevant teaching philosophy and methods of teaching Hire teachers to teach within their field of expertise and offer intensive teacher training courses Strive to develop similar assessment and placement requirements to ensure the students’ advancement across designated levels Collaborate closely with subject colleagues Set up support services (Writing and Communication Center) 15

16. BAE + MAE + WCC Curricular Aims <… teaching the students written and oral performance skills (rhetorical competences) through developing writing competence and critical thinking to raise Russian learners’ sociocultural awareness enhance their international pragmatic competence adapt Russian academic cultural ethics to international standards boost learners’ self-confidence encourage their continuous development 16

17. Teaching and Learning Methodology Communicative Learner-centered Interactive and collaborative techniques Socratic discussion: teacher acts as a facilitator imitating an academic talk Discussion topics are examined in cross-cultural and global contexts Authentic materials are challenging and thought- provoking 17

18. English Curricular Constraints and Benefits - Mixed student population (A2/B1-C1) - Tough time budget, particularly for MAE - Previously taught English courses were primarily aimed at teaching receptive skills +Students are inquisitive minds +Students know how to study independently 18

19. 2013 – 2014 Curricular Challenges What prerequisites can be introduced to make sure that the discrepancy between the students’ proficiency levels is minimized? Do the students need more/fewer grammar/speaking classes? What seminars should be left as core seminars of the curriculum and which of them could vary from year to year? 19

20. Minimizing Discrepancy Between The Students’ Proficiency Levels: 1) Designated the learners’ outcomes for the 3 levels of NES students’ proficiency drawn upon the CEFR proficiency descriptors as a baseline to facilitate the students’ linguistic progress across bands. 2) The outcomes for each level were broken down into expected linguistic knowledge, cultural knowledge, and critical thinking skills: Speaking Writing Listening Reading Grammar Pragmatics/Cultural Knowledge Critical Thinking Skills 3) Clarified the Course Catalogue to meet the demands of each proficiency level and the overall learning objectives: core courses, module courses, remedial courses. 20

21. Assessment MAE and BAE programs use a cumulative grading system: Class attendance and participation 20% Homework (written and oral)40% Intermediate quizzes15% Midterm tests25% Instructors enter all current and final grades into the “my.nes” learning management system so that students can follow their progress. Through the intranet site “my.nes”, students are also informed about home assignments and their deadlines. Instructors use rubrics for the majority of activities (presentation skills, in- class discussion, posters, writing across genres, etc.) 21

22. NES EMI: a 20-Year-Old Experience Make the curriculum customized to your school’s needs Elaborate and customize teaching philosophy and methods of teaching Build on the students’ and professors’ intellectual capacity Consider global communication pragmatics among first priority learning and teaching goals Think local but act global 22

23. Сообщество выпускников 23